INFORMATION TO USERS While the most advanced technology has been used to photograph and reproduce this manuscript, the quality of the reproduction is heavily dependent upon the quality of the m aterial submitted. For example: ® Manuscript pages may have indistinct print. In such cases, the best available copy has been filmed. • Manuscripts may not always be complete. In such cases, a note will indicate that it is not possible to obtain missing pages. • Copyrighted m aterial may have been removed from the manuscript. In such cases, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, and charts) are photographed by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each oversize page is also filmed as one exposure and is available, for an additional charge, as a standard 35mm slide or as a 17”x 23” black and white photographic print. Most photographs reproduce acceptably on positive microfilm or microfiche but lack the clarity on xerographic copies made from the microfilm. For an additional charge, 35mm slides of 6”x 9” black and white photographic prints are available for any photographs or illustrations that cannot be reproduced satisfactorily by xerography. 8703555 Harari, Israel / RELATIONSHIPS AMONG KNOWLEDGE, EXPERIENCE, AND SKILL ANALYSIS ABILITY IN GYMNASTICS The Ohio State University Ph.D. 1986 University Microfilms International300 N. Zeeb Road, Ann Arbor, Ml 48106 Copyright 1986 by Harari, Israel All Rights Reserved PLEASE NOTE: In ail cases this material has been filmed in the best possible way from the available copy. Problems encountered with this document have been identified here with a check mark V 1. Glossy photographs or pages______ 2. Colored illustrations, paper or print_______ 3. Photographs with dark background______ 4. Illustrations are poor copy\/ 5. Pages with black marks, not original_______ copy 6. Print shows through as there is text on both sides ________of page 7. Indistinct, broken or small print on several pages^ 8. Print exceeds margin requirements_______ 9. Tightly bound copy with print lost ________in spine 10. Computer printout pages with indistinct_______ print 11. Page(s)_____________ lacking when material received, and not available from school or author. 12. Page(s)_____________ seem to be missing in numbering only as text follows. 13. Two pages numbered . Text follows. 14. Curling and wrinkled pages_______ 15. Dissertation contains pages with print at a slant, filmed as received__________ 16. Other ____________ ________________________ University Microfilms International RELATIONSHIPS AMONG KNOWLEDGE, EXFEKEQJCE, AND SKILL ANALYSIS ABILITY IN GYMJASTICS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Israel Harari, B.A., M.A. ***** The Ohio State University 1986 Dissertation Ccanmittee: Approved by Dr. Daryl Siedentop Dr. Andrew Taggart pviser School of (Health, Physi<( Dr. James Sweeney Education and Recreation Copyright by Israel Harari 1986 This study is dedicated to my dear father, Noah. Although he did not live to see its final completion, his support, love and encouragement was the inspiration for me for the past three years. ACKN0HLHDQ4ENT I would like to express my appreciation to many people who contributed to the completion of this study. Firstly, I would like to thank Dr. Daryl Siedentop for his guidance and support with this study. His professional leadership and enthusiastic approach to the study of teaching had a strong impact on my theoretical work and professional development during my stay at The Ohio State University. I would also like to thank Dr. Andrew Taggart for his professional assistance and helpful suggestions. His friendship and encouragement will always be remembered. I would like to express rry gratitude to Drs. James Sweeney and Michael Wilson for their professional expertise and assistance in the gymnastics tests production. To Larry Cox, Dennis McIntyre, Nurit Harari, Valery Striggow for their professional assistance. To Dr. Paul Pelloquin for his help in the visual skill analysis test production. To the preservice teachers who served as subjects in this study. All the inservice teachers from the Columbus School System and suburban areas for volunteering to take part in this study. All The Ohio State University varsity team gymnasts who volunteered to be subjects in this study are cwed many thanks. iii To Renee and Morris Prayzer for being my family during our stay in Columbus. To Barry Kanpol for his patience in reading and helping to edit this work. To my beloved wife, Nurit, for sharing with me each step of the road to this work's completion. Finally, to my parents, I cwe thanks for their support, both financially and emotionally. Without them this part of my professional development would never have been realized. iv vim January 19, 1945 Bom, Afula, Israel 1965 Teaching Certificate, Teacher's College for Physical Education, Wingate Institute, Israel. 1965 — 1968 Military Service, Israel 1968 — 1978 Physical Education Teacher, ORT Middle and High School and WIZO School Systems. 1978 — 1983 The Zinman College of PHysical Education, Instructor in Teacher Education and Gymnastics 1982 B.A., Haifa University, Israel 1983 — 1986 Graduate Teaching Associate in Physical Education, The Ohio State University, Columbus, Ohio 1984 M.A., Physical Education, The Ohio State University, Columbus, Ohio Publications Compulsory Competitive Gymnastics Exercises for Children and Youth. (1973). Israel: Sport Federation. Compulsory Competitive Gymnastics Exercises for Elementary, Middle School, and High School. (1979). Ministry of Education, Israel. Fields of Study Major Field: Physical Education Studies in Teaching and Teacher Education, Professor Daryl Siedentop Minor Field: Studies in Applied Behavior Analysis Professor Daryl Siedentop, Professor John Cooper v TABLE OF a in X N IS Page Dedication................................................ ii Acknowledgements........................................... iii Vita.................... ................................ v List of Tables........................... ix List of Figures ..................... x CHAPTER I. Introduction..................... 1 Recent Call for Change in Teacher Education......... 4 Introduction to Research on Teaching in Physical Education ..................... 5 The Relationship Between Subject Matter Knowledge and Teacher Effectiveness ............. ..... 8 The Study of Expertise ........................... 8 Findings from Physical Education Research........... 9 Statement of the Problem....................... 11 Definition of T e r m s ........................... 15 Limitations of the Study....................... 16 S u n m a r y...................................... 18 II. Review of Related Literature......................... 19 Professional Wisdom and Educational Philosophy Perspective................................ 20 Reform Documents — The Call for Change in Teacher Education . ................................ 21 Research Findings About Teacher Knowledge and Skills . 25 TWo Different Approaches to Research on Teaching Curriculum Generic and Curriculum Specific....... 26 Domain-Specific Knowledge and Teacher Decision Making.................................. 28 The Study of Expertise........................... 29 Suirmary......................................... 34 Research Findings from Physical Education........... 36 Research on Skill Performance, Skill Teaching, and Skill Analysis......................... 36 vi TABLE OF OONXENTS (OONTXNUB)) Page Research on Skill Analysis and Clinical Diagnosis as Pedagogical Skill ....................... 38 Expert-Novice Differences and Teacher Quality Variables.................................. 42 Summary.................. 45 III. Methods and Procedures.............................. 48 Subjects for the Research......................... 48 Knowledge Test Production......................... 50 Formative Evaluation........................... 54 Reliability and Validity of the Test............ 54 Test Reliability........................... 54 Test Validity.............................. 55 Visual Skill Analysis Test Production.............. 55 Preparation of Videotapes for Analysis........... 60 Preparing the Visual Analysis Tape.............. 61 The Three Test Phases ................... 62 Level 1 Error Detection and Feedback Provision . 62 Level 2 Errors Identification................ 62 Level 3 Future Teaching Tactics.............. 63 Scoring System................................ 63 Reliability Test of the Subjects' Visual Analysis . 64 Validity of the Visual Skill Analysis Test....... 65 Questionnaire.................................... 65 Methods of Data Collection....................... 66 Data Collection and Testing Procedures. ....... 67 Settings for T e s t i n g ....................... 67 Data Analysis Procedures......................... 71 Research Question Number 1 ..................... 71 Research Question Number 2 ....................... 71 Research Question Number 3A....................... 72 Research Qaestion 3B, C and D . .................. 71 Research Question Number 4 ....................... 73 Summary......................................... 73 IV. Analysis and Discussion of Data ...................... 74 Reliability Test Results for the Visual Skill Analysis Test Data Collection.................. 74 Observer 1 ...................................